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Items were assigned to one factor, if they load at least 0.28 on one factor (see table 4 (Tab. 4)). Items 01, 03, 08, 13, 18, 20 and 22 were excluded due to minimal or ambiguous loading on one factor. As a result the subscale NAS in our sample contains 7 items (Cronbach?s ��=0.838) and the subscale PAS consists of 12 items (Cronbach?s ��=0.864). The Pearson correlation coefficient for PAS score and NAS score in the total study sample is r=-0.49 (pICG-001 molecular weight NAS score which supports the founding idea of the original subscale structure: a low PAS score is associated with a high NAS score and reversely. Table 4 Rotated component matrix. Subsequently we calculated the Phosphoprotein phosphatase confirmatory factor analysis. The results for the original subscales were less satisfactory. The model for the CSAS-G was estimated in a second step. The reduced subscale structure was adopted from the results of the second explorative factor analysis. We found an insufficient model fit. Therefore we gradually allowed correlations between single item-influencing error indices by considering the respectively highest modification indices. As a result an assumable model was won. Therefore we consider our two factor model of explorative factor analysis as confirmed. Consequently we used the CSAS-G subscales as described in our explorative factor analysis for further calculations. Attitudinal scores The attitudinal scores of both subscales in relation to year of study are presented in table 5 (Tab. 5). Table 5 Single factor variance analyses: Comparison of attitudinal scores in relation to year of study. Negative attitudes towards communication skills slightly increase from year 1 to year 2. Negative attitudes are more pronounced in year 4 in comparison to year 1. There was a significant difference between year 2 and year 4. With regard to mean scores measured along the PAS subscale, a significant reduction in positive attitude levels occurs from year 1 to year 2, followed www.selleckchem.com/s6-kinase.html by rising levels from year 2 to year 4. In the complete study sample female students show lower NAS scores than male students (mean=2.32) (p=0.000; d=0.48) and higher PAS scores (mean=3.12) than male students (mean=2.80) (p=0.000; d=0.38). Calculating the correlation coefficients for age and subscale scores identified no clear correlation (PAS score/age: r=-0.49 (p=0.43); NAS score/age: r=0.09 (p
